Purpose of Curriculum Improvement Types of Changes Hardware types- changes are introduced by additions to facilities Software types- content

and range of the curriculum What educational purposes should the school seek to attain? Selection of aims, goals and objectives Selection of learning experiences and content Organization of learning experiences Evaluation of the extent to which the objectives have been achieved What are the things that you need to do to improve the curriculum in the Philippines? to analyze procedures for improving curriculum development in the Philippines with the aim of formulating a more effective approach to curriculum construction. To identify the nature of probable obstacles that may hinder the application of such an approach. To suggest possible ways of overcoming certain obstacles that may obstruct promising aspects of curriculum revision.

Trends and Issues about Globalization

By Rennalyn Ignacio Puertollano in IV-6 BEED (Batch 2011-2014) (Files) Edit Doc Trends and Issues about Globalization GLOBAL EDUCATION -universal recognition of the growing interdependence of nations specially in information technology, ecology, and economy. .-requires the expansion of consciousness. -involves awareness and recognition of other groups of people with different values, attitude and ways of life. -increases the capacity to imagine the world from the perspective of others promotes understanding of cultural traditions distinct from ones own. Ultimate goal of which is to develop cultural sensitivity Traits of a Filipino to be developed through schooling: 1.actualized, integrally developed human beings imbued with a sense of human dignity. 2.social beings with a sense of responsibility for their community and environment. 3.productive persons who contribute to the economic security and development of the family and the nation. 4. citizens with a deep sense of nationalism an committed to the progress of the nation as well as the entire world community through global solidarity. 5. persons who manifest in actual life an abiding faith in GOD as reflection of their spiritual being. COMPETING VALUES IN GLOBAL EDUCATION

Outward orientation Reflects globalization or the reaching out to link with and keep pace with the rest of humanity through information, fashion, music, sports and lifestyles among others.

Inward orientation THE LEARNING FRAMEWORK FOR GLOBAL CITIZENSHIP

Lyons (1987)- global education aims to prepare the youth not only to survive the future, but create and recreate livable world. STRATEGIES TO GLOBAL CITIZENSHIP

1.Multi-scaling considering a complete range of scales from the smallest living space to a gradually expanding consciousness 2.Understanding relational concepts- developing three interrelated concepts simultaneously(identify, otherness, and universality) 3.Focusing on continuity-understanding that continuity exists between the neighborhood and the world; between the local environment and the global village GLOBAL CIVIC ETHIC Basic liberties refers to HUMAN RIGHTS such as: Free speech Freedom of worship Freedom from persecution and oppression Right to earn a livelihood Right to vote Right to live in dignity The different core values that constitute the global civic ethic or all under the umbrella of social justice: 1) The Golden Rule (people should treat others as they would wish to be treated) 2) Respect for life and non-violence 3) A commitment to basic liberties 4) Justice and Equity 5) Mutual respect and tolerance 6) Caring 7) Integrity and trust in human relationships ENVIRONMENTAL EDUCATION TWO MAJOR FACTORS CONTRIBUTE TO ALARMING CONDITIONS. 1. 2. The rate of population growth that increases exponentially thee demand of definite natural resources. The grinding poverty of the great majority of the Filipinos who depend to a large extent on the environment resource base (agricultural lands and fishing grounds) for their daily subsistence. 3. Population education program 4. - launched by the government to address the problem of the runaway population growth and focuses on population control. 5. Catholic Church 6. - opposed to the population program initiated by government. 7. -promoting the concept of responsible parenthood as the suitable form of population education. 8. Environmental education 9. -required component of the learning system at all educational levels that need to be implemented either through integration or direct teaching. 10. -aims to enable citizens to understand and appreciate the complex nature of the environment and to develop social values supportive of environmental protection. Major environmental protection:

vigorous and aggressive environmental education campaign by governments, schools, and media. -END OF REPORT-

Curriculum IMPROVEMENT
By Gibson Rosales in IV-6 BEED (Batch 2011-2014) (Files) Edit Doc What is Curriculum Improvement? Curriculum Improvement requires the ongoing analysis of curriculum, instruction, and assessment. Through this process, educators determine how to improve student learning by using curriculum mapping data, assessment data, including student grades and state tests; and instructional data to place learning in context. Making use of solid data on a regular

basis provides an opportunity to improve teaching practices in real-time, as needed, thus driving instruction and improving student learning. What is Standards-Based Scoring? Standards-Based Scoring provides significant insight into the level of learning for each student based on learning targets which are state or local standards. While Standards-Based Scoring can be either formative or summative, its true power is as a formative assessment tool. By assessing student progress towards specific learning targets and sharing that data in real time, students and parents are supplied with information necessary to improve learning.

BROADFIELD

By Millicent Ruth Tongco Galang in IV-6 BEED (Batch 2011-2014) (Files) Edit Doc The Broad Fields Curriculum Design. The broad fields design combines two or more related subjects into a single broad field of study, for example, Language Arts combines the separate but related subjects of Reading, Spelling, Writing, Speaking, Listening, and Composition. The Broad Fields, commonly found in elementary and middle grades, is an attempt to overcome the fragmentation and compartmentalization characteristic of the subject-centered design. The intent is to achieve a greater integration of learning experiences. Use of the broad fields design cuts down on the amount of factual detail often found in subject-centered designs but still allows little integration between the broad fields themselves. The design stresses content coverage and acquisition of information. The school library will be used more extensively than in the subject-centered design and can help reinforce the interrelationships among the subject areas within a broad field of study. A diagram of this design follows:

Other Info: What Is Broad Field Curriculum? * Several specified areas are offered in one general course to facilitate the integration and more functional organization of subject matter. Anonymous A curriculum is the term used to describe a set of courses or programmes that are provided by an educational institution for the purpose of formal education. A vital part of the curriculum is the defining of the goals of the course that is usually denoted in terms of learning outcomes and my way of assessment. Subject curriculum or core curriculum is a course of study that is made compulsory for all the pupils in an educational system, especially schools. Colleges and universities have some core curriculum, but here students have more flexibility to choose from a variety of options. Subject curriculum is basically the theory matter that is taught. Field curriculum is a course of study that has recently developed and is gaining increasing popularity. It involves filed work and projects that give the student a more practical type of knowledge as opposed to theory. Anonymous

curriculum Development

By Michelle Salvacion in IV-6 BEED (Batch 2011-2014) (Files) Edit Doc Curriculum Development Professional Education 7 Written Report: Current trends and Issues Current trends and Issues They have impact on curriculum development in the country. They should be considered in designing future curricula. They are:

Bilingual Education Early childhood care and development

Global Education Bilingual Education In consonance with the constitution. The provision of Article XIV, section 7 in the 1987 constitution. For the purposes of communication and instruction, the official languages of the Philippines are Filipino and until otherwis e provided by law, English. Aim:

To make every Filipino competent in both English and Filipino at the national level. Implemented through two strategies:

Teach both languages as subjects at all levels. Use both as media of instruction in identified subjects at all grade levels. Goals according to DECS:

To enhance learning To develop Filipino as a linguistic symbol of national unity and identity. To propagate Filipino as a language of literacy To cultivate and elaborate Filipino as an international language of discourse, promote its continuing intellectualization. To maintain English as an international language for the Philippines and as a non-exclusive language of science and technology. Different prospective

English English will help the Filipinos keep pace with other peoples of the world. It is the lingua franca of the world. Language of international commerce and mass communication. Filipino Develops love of country. It crystallizes the Filipino identity. Foster nationalism and unity among citizens.

Early Childhood Care and Development Sources of policy:

1987 constitution UN convention on the rights of the child Education for All According to Article XV, section 2 of the 1987 constitution: Right of the children to assistance, including proper care and nutrition, and special protection from all forms of neglect, abuse, cruelty, exploitation and other conditions prejudicial to their development. Designed to maximize the capacities for psychological and intellectual development of pre-school children during formative years. The primary beneficiaries of ECCD are disadvantaged children of poor families. Those children who suffer from malnutrition, poor health and neglect, and certainly with very limited educational opportunities. Access to Pre-school

According to EDCOM, (Congressional Commission on Education) pre-school is accessible only to children of middle and upper class families. Private Pre-school Education -Two types: - DECS-recognized school -Independent institutions - Pre-school is the first stage in the comprehensive educational structure. Pre-school- Elementary Secondary tertiary Age requirements for admission: Level Age Nursery Class Kindergarten Class Pre-school 3-4 years old 4-5 years old 5-6 years old Independent pre-school institutions operate by the following reasons:

to prepare young children to formal schooling to provide surrogating parenting to children of working parents To promote a specific philosophy or education

R.E.B.T.
By Hana de Guzman in IV-6 BEED (Batch 2011-2014) (Files) Edit Doc Underlying Theory of Rational Emotive Behaviour Therapy Rational emotive behaviour therapy (REBT) views human beings as responsibly hedonistic in the sense that they strive to remain alive and to achieve some degree of happiness. However, it also holds that humans are prone to adopting irrational beliefs and behaviours which stand in the way of their achieving their goals and purposes. Often, these irrational attitudes or philosophies take the form of extreme or dogmatic musts, shoulds, or oughts; they contrast with ratio nal and flexible desires, wishes, preferences and wants. The presence of extreme philosophies can make all the difference between healthynegative emotions (such as sadness or regret or concern) and unhealthynegative emotions (such as depression or guilt or anxiety). For example, one persons philosophy after experiencing a loss might take the form: It is unfortunate that this loss has occurred, although there is no actual reason why it should not have occurred. It is sad that it has happened, but it is not awful, and I can continue to function. Anothers might take the form: This absolutely should not have happened, and it is horrific that it did. These circumstances are now intolerable, and I cannot continue to function. The first persons response is apt to lead to sadness, while the second person may be well on their way to depression. Most importantly of all, REBT maintains that individuals have it within their power to change their beliefs and philosophies profoundly, and thereby to change radically their state of psychological health. REBT employs the ABC framework depicted in the figure below to clarify the relationship between activating events (A); our beliefs about them (B); and the cognitive, emotional or behavioural consequences of our beliefs (C). The ABC model is also used in some renditions of cognitive therapy or cognitive behavioural therapy, where it is also applied to clarify the role of mental activities or predispositions in mediating between experiences and emotional responses. The figure below shows how the framework distinguishes between the effects of rational beliefs about negative events, which give rise to healthy negative emotions, and the effects of irrational beliefs about negative events, which lead to unhealthy negative emotions. In addition to the ABC framework, REBT also employs three primary insights: While external events are of undoubted influence, psychological disturbance is largely a matter of personal choice in the sense that individuals consciously or unconsciously select both rational beliefs and irrational beliefs at (B) when negative events occur at (A)

Past history and present life conditions strongly affect the person, but they do not, in and of themselves, disturb the person; rather, it is the individuals responses which disturb them, and it is again a matter of individual choice whether to maintain the philosophies at (B) which cause disturbance. Modifying the philosophies at (B) requires persistence and hard work, but it can be done. Therapeutic Approach of Rational Emotive Behaviour Therapy The main purpose of REBT is to help clients to replace absolutist philosophies, full of musts and shoulds, with more flexible ones; part of this includes learning to accept that all human beings (including themselves) are fallible and learning to increase their tolerance for frustration while aiming to achieve their goals. Although emphasizing the same core conditions as person-centred counselling namely, empathy, unconditional positive regard, and counsellor genuineness in the counselling relationship, REBT views these conditions as neither necessary nor sufficient for therapeutic change to occur. The basic process of change which REBT attempts to foster begins with the client acknowledging the existence of a problem and identifying any meta-disturbances about that problem (i.e., problems about the problem, such as feeling guilty about being depressed). The client then identifies the underlying irrational belief which caused the original problem and comes to understand both why it is irrational and why a rational alternative would be preferable. The client challenges their irrational belief and employs a variety of cognitive, behavioural, emotive and imagery techniques to strengthen their conviction in a rational alternative. (For example, rational emotive imagery, or REI, helps clients practice changing unhealthy negative emotions into healthy ones at (C) while imagining the negative event at (A), as a way of changing their underlying philosophy at (B); this is designed to help clients move from an intellectual insight about which of their beliefs are rational and which irrational to a stronger gut instinct about the same.) They identify impediments to progress and overcome them, and they work continuously to consolidate their gains and to prevent relapse. To further this process, REBT advocates selective eclecticism, which means that REBT counsellors are encouraged to make use of techniques from other approaches, while still working specifically within the theoretical framework of REBT. In other words, REBT maintains theoretical coherence while pragmatically employing techniques that work. Throughout, the counsellor may take a very directive role, actively disputing the clients irrational beliefs, agreeing homework assignments which help the client to overcome their irrational beliefs, and in general pushing the client to challenge themselves and to accept the discomfort which may accompany the change process. Criticisms of Rational Emotive Behaviour Therapy As one leading proponent of REBT has indicated, REBT is easy to practise poorly, and it is from this that one immediate criticism suggests itself from the perspective of someone who takes a philosophical approach to life anyway: inelegant REBT could be profoundly irritating! The kind of conceptual disputing favoured by REBT could easily meander off track into minutiae relatively far removed from the clients central concern, and the mental gymnastics required to keep client and therapist on the same track could easily eat up time better spent on more productive activities. The counsellors and clients estimations of relative importance could diverge rather profoundly, particularly if the clients outlook really does embody significant irrationalities. Having said all that, each of the preceding sentences includes the qualifier could, and with a great deal of skill, each pitfall undoubtedly could be avoided. Perhaps more importantly, it would appear that the need to match therapeutic approach with client preference is even more pressing with REBT than with many others. In other words, it seems very important to adopt the REBT approach only with clients who truly are suitable, as it otherwise risks being strongly counter-productive. On this point, however, it is crucial to realize that some clients specifically do appreciate exactlythis kind of approach, and counsellors who are unable or unwilling to provide the disputation required are probably not right for those clients. Best Fit With Clients REBT is much less empirically supported than some other approaches: the requisite studies simply have not been completed yet, and the relevant data points for determining the best match with clients are therefore thin on the ground. However, one may envision clients responding particularly well who are both willing and able to conceptualise their problems within the ABC framework, and who are committed to active participation in the process of identifying and changing irrational beliefs (including performing homework assignments in support of the latter). Clients will also need to be able to work collaboratively with a counsellor who will challenge and dispute with them directly, and a scientific and at least somewhat logical outlook would seem a pre-requisite. REBT would be less suitable for clients who do not meet one or more of the above. And as hinted above in the section on Criticims, one might also speculate that clients who are already highly skilled in philosophical engagement could find the approach less useful. (Perhaps REBT-style self help could be of more benefit for such clients?) The ABC Model

Albert Ellis and REBT posit that our reaction to having our goals blocked (or even the possibility of having them blocked) is determined by our beliefs. To illustrate this, Dr. Ellis developed a simple ABC format to teach people how their beliefs cause their emotional and behavioral responses: A. Something happens. B. You have a belief about the situation. C. You have an emotional reaction to the belief. For example: A. Your employer falsely accuses you of taking money from her purse and threatens to fire you. B. You believe, She has no right to accuse me. She's a bitch! C. You feel angry. If you had held a different belief, your emotional response would have been different: A. Your employer falsely accuses you of taking money from her purse and threatens to fire you. B. You believe, I must not lose my job. That would be unbearable. C. You feel anxious. The ABC model shows that A does not cause C. It is B that causes C. In the first example, it is not your employer's false accusation and threat that make you angry; it is your belief that she has no right to accuse you, and that she is a bitch. In the second example, it is not her accusation and threat that make you anxious; it is the belief that you must not lose your job, and that losing your job would be unbearable. The Three Basic Musts Although we all express ourselves differently, according to Albert Ellis and REBT, the beliefs that upset us are all variations of three common irrational beliefs. Each of the three common irrational beliefs contains a demand, either about ourselves, other people, or the world in general. These beliefs are known as "The Three Basic Musts." 1. 2. 3. I must do well and win the approval of others for my performances or else I am no good. Other people must treat me considerately, fairly and kindly, and in exactly the way I want them to treat me. If they don't, they are no good and they deserve to be condemned and punished. I must get what I want, when I want it; and I must not get what I don't want. It's terrible if I don't get what I want, and I can't stand it. The first belief often leads to anxiety, depression, shame, and guilt. The second belief often leads to rage, passiveaggression and acts of violence. The third belief often leads to self-pity and procrastination. It is the demanding nature of the beliefs that causes the problem. Less demanding, more flexible beliefs lead to healthy emotions and helpful behaviors Disputing The goal of REBT is to help people change their irrational beliefs into rational beliefs. Changing beliefs is the real work of therapy and is achieved by the therapist disputing the client's irrational beliefs. For example, the therapist might ask, "Why must you win everyone's approval?" "Where is it written that other people must treat you fairly?" "Just because you want something, why must you have it?" Disputing is the D of the ABC model. When the client tries to answer the therapist's questions, s/he sees that there is no reason why s/he absolutely musthave approval, fair treatment, or anything else that s/he wants. Insight Albert Ellis and REBT contend that although we all think irrationally from time to time, we can work at eliminating the tendency. It's unlikely that we can ever entirely eliminate the tendency to think irrationally, but we can reduce the frequency, the duration, and the intensity of our irrational beliefs by developing three insights: 1. 2. 3. We don't merely get upset but mainly upset ourselves by holding inflexible beliefs. No matter when and how we start upsetting ourselves, we continue to feel upset because we cling to our irrational beliefs. The only way to get better is to work hard at changing our beliefs. It takes practice, practice, practice. Acceptance Emotionally healthy human beings develop an acceptance of reality, even when reality is highly unfortunate and unpleasant. REBT therapists strive to help their clients develop three types of acceptance: (1) unconditional self-acceptance; (2) unconditional other-acceptance; and (3) unconditional life-acceptance. Each of these types of acceptance is based on three core beliefs: Unconditional self-acceptance: 1. 2. I am a fallible human being; I have my good points and my bad points. There is no reason why I must not have flaws.

3.

Despite my good points and my bad points, I am no more worthy and no less worthy than any other human being. Unconditional other-acceptance:

1. 2. 3.

Other people will treat me unfairly from time to time. There is no reason why they must treat me fairly. The people who treat me unfairly are no more worthy and no less worthy than any other human being. Unconditional life-acceptance:

1. 2. 3.

Life doesn't always work out the way that I'd like it to. There is no reason why life must go the way I want it to Life is not necessarily pleasant but it is never awful and it is nearly always bearable.

stages of counseling
By Eric Felipe Morato Santos in IV-6 BEED (Batch 2011-2014) (Files) Edit Doc Stage I: Initial Disclosure the counselors and clients typically do not know one another well. To define the problem is the first step in learning the meaning of the situations of the particular client. the counselor must set conditions that promote trust in the client. Empathy - understanding another's experience as if it were your own, without ever loosing the "as if" quality. Congruence or genuineness - being as you seem to be, consistent every time, dependable in the relationship. Unconditional positive regard - caring for your client without setting conditions Concreteness - using clear language to describe the client's life situation.

to let the counselors know what has been occurring in the client's life and how the client thinks and feels about to encourage the client to gain some feeling of relief through the process of talking about his or her problems; to encourage the client to develop a clearer definition of his or her concerns and greater understanding about exactly what is disturbing; to help the client being to connect components of his or her story that may lead to new insight. Stage II: In-depth Exploration the client should reach clear understanding of his or her life concerns and begin to formulate a new sense of hope and directions. The client is free to accept, reject or modify the counselor's impression. constructive confrontation provides the client with an external view of his or her behavior, based on the counselor's observations. Immediacy is another quality of the counselor's behavior that becomes important in the second stage of counseling. According to Egan: First, it refers to general discussions about the progress of the counseling relationship. The counselors give the client an immediate reaction the client's statements or asks the clients to disclose current thoughts about the counselor. The third kind of immediacy response is a self-involving statement that expresses the counselor's personal to a client in the present. becomes emotionally stressful, as the client repeatedly faces the inadequacy of habitual behaviour and must begin to give up the familiar for the unfamiliar. This stressful task must be accomplished within a caring relationship in which it is clear that the counselor is not criticizing the client's past behavior.

Stage III: Commitment to Action client resolve how to accomplish any goals that have come over during the previous two stages. Concerns have been defined and clarified on the context of the client's life situation. Increasing the client's commitment to a view that s/he has done everything possible or desirable in the given situation.

includes recognizing possible alternative courses of action (or decision) the clients might choose and evaluating each of them in terms of the likelihood of outcomes. Often the client needs to be reinforced to behave in new ways, both because the old behaviors are habitual and because new behaviors may not bring about immediate result. Particular actions cannot be evaluated for a goal that has not been defined, and a goal cannot be defined if a concern has not been explored and clarified. CLIENT: I feel so frustrated with my teenage daughter. She is completely out of control. No matter what I do she stays out till all hours and won't get up for school in the morning. I've tried everything but I just seem hopeless. Response with little concreteness: You seem very upset and worried. Response with moderate concreteness: You seem pretty frustrated with your daughter's behaviour and are running out of ideas. Response with a high degree of concreteness: You are frightened that your daughter is harming herself and feel powerless and hopeless. At the same time you haven't given up. You are here and ready to try to work out some other way to help. Although the first response identifies something of the client's feelings, the second adds more of the client's meaning as well. The third response included feeling and meaning in more detail, and it begins to structure towards hope that exploration might lead to new possibilities for helping. Any of the three responses would likely sustain the conversation, but the more concrete the response, the more likely the client will focus energy productively.

core curriculum

By Rachel Anne Josef in IV-6 BEED (Batch 2011-2014) (Files) Edit Doc The Core Curriculum is the set of common courses required of all undergraduates and considered the necessary general education for students, irrespective of their choice in major. The communal learning--with all students encountering the same texts and issues at the same time--and the critical dialogue experienced in small seminars are the distinctive features of the Core. In education, a core curriculum is a curriculum, or course of study, which is deemed central and usually made mandatory for all students of a school or school system. However, this is not always the case. For example, a school might mandate a music appreciation class, but students may opt out if they take a performing musical class, such as orchestra, band, chorus, etc. Core curricula are often instituted, at the primary and secondary levels, by school boards, Departments of Education, or other administrative agencies charged with overseeing education. The Core Curriculum is designed to give all graduating students the opportunity to acquire a general knowledge of study areas that traditionally have been regarded as basic to a university education. This general knowledge base requires study in the natural and applied sciences, social sciences, mathematics, humanities, visual and performing arts, and the tools of language and thought. The curriculum com-plies with 1997 Texas legislation requiring each state-supported institution to establish a core curriculumin the liberal arts, humanities, sciences, and political, social, and cultural history.

Correlated Curriculum
CORRELATED CURRICULUM Prepared by: Gelica Lopera

By Gelica Lopera in IV-6 BEED (Batch 2011-2014) (Files) Edit Doc

CORRELATED CURRICULUM- is a curriculum where two or more subjects are fused such. Example: Zoology and botany This subjects are taught at the same time w/ their individual identities retained. Correlated curriculum is achieved trough systematic preparation of curriculum content. The rationale in this curriculum is that two subjects which appear to have close relationships are taught so that each adds to student achievement in the other.

Curriculum Evaluation
By Camille Grace Ramos in IV-6 BEED (Batch 2011-2014) (Files) Edit Doc CURRICULUM EVALUATION Nature of Evaluation v It is a functional component of the curriculum cycle that provides answer to the important question, did we do what we wanted to do? -Wiles 1989 v The means for determining whether the program is meeting its goals; that is whether the measures/ outcomes for a given set of instructional inputs match the intended or pre-specified outcomes- Tuckman 1979 v The process of delineating, obtaining, and providing useful information for judging decision alternatives. Stufflebeam 1971 PURPOSES/ AIMS OF EVALUATION 1. 2. 3. Determine whether the curriculum as designed and implemented has produced or is producing the intended and desired results. Enable decision-makers informed choices. Serve as basis for making a decision on whether to accept, reject, continue, discontinue or revise program designs, practices and policies. TYPES OF EVALUATION BASE ON THE TYPE OF APPROACH 1. HUMANISTIC goal-free does not follow pre-specific design 2. SCIENTIFIC

purpose-driven follows pre- specific research design Evaluation of Learning vs. Program Evaluation

1.

Evaluation Learning it is evaluating the learning that is taking place or has taken place as a result of instruction. 2. Program Evaluation

entails the assessment of the effectiveness of entire curricular programs as implemented. FORMATIVE vs. SUMMATIVE EVALUATION

1.

Formative its underlying objectives is the improvement of the delivery of instruction in the classroom as well as the curriculum design before its wide-scale implementation. A process of quality control that aims to detect deficiencies in the curriculum during the process of implementation in order to undertake the necessary adjustment and revision to insure success. Provide the curriculum developers detailed and specific information from actual experience that serve as basis for assessing certain aspects of the program that may need revision or adjustment. Summative Evaluation q Its purpose is to sum up all information regarding performance of individual learners to serve as basis of promotion. q Its focus is the effectiveness of curriculum design as implemented on a wide scale. q The purpose of this evaluation is to enable the decision makers to make conclusions on how well or how badly the curriculum has worked. q The summing up process provides curriculum developers and educational leaders baseline data on the quality of implemented curriculum that enable them to make crucial decisions about the program.

Social Functions
By Rangel Gan in IV-6 BEED (Batch 2011-2014) (Files) Edit Doc

Social Functions
FAMILY- The smallest social institution carrying a common culture whose functions include transmission of culture and providing opportunities for growth and development. Educative Functions of Family Healthful living-children taught to eat proper foods and to keep themselves healthy, neat and clean Ethical Standards-spiritual, moral, and desirable social values taught in children Socialization-children are taught about their status and roles in society Psychomotor and Manipulative Skills- they are taught how to dance, walk, run and sit gracefully Resourcefulness, Industry &Thrift- training the children to be practical in life Recreational Skills- engaging the child in a worthy time and activities Better Performance in school parents help their children in studying, writing, reading SCHOOL-Established by society for the basic enculturation of the group and an agency which makes the student learn how to value one and eventually others. It is an agency organized by a society for the basic function of teaching and learning. FUNCTIONS OF SCHOOL Conservation Function- preserve through its library, museum and other devices Instructional Function- performed by individual called teachers, mentors and professors Research Function- conducts research to improve the old ways of doing things Social Service Function- this may be done through some kind of out reach program Church/Religion- Consists of united system beliefs and practices relative to sacred things

Sunday School Bible Studies Sermons on special Occasions Christmas and Summer Institutes Rallies and Spiritual Retreats Evangelistic meeting Daily Vacation church School Conferences Sermon or Preaching

Learner-centered curriculum
By Patricia Juliano in IV-6 BEED (Batch 2011-2014) (Files) Edit Doc Learner-centered Curriculum Opposite of the subject-centered curriculum

Learners aspects of growth in all aspects of development are the main concerned Teaching strategy is modified in order to suite the ABILITY, CAPABILITY and INTEREST of the learner The school adjust to the distinct personality nature of the learner

Why student-centered learning should be implemented on the curriculum?

Strengthens student motivation Promotes peer communication Reduces disruptive behavior Builds student-teacher relationships Promotes discovery/active learning Responsibility for ones own learning

Additional Information:
What is Student-Centered Learning? Student-centered learning is a way of thinking about student learning. It requires that our planning,teaching, and assessment focuses on the needs and abilities of our students how they learn, what they experience, and how they engage with their learning. Student-centered learning is a shared knowledge and shared authority between the students and teacher. Where the teacher shares control of the classroom and students are allowed to experiment with learning. Teachers become facilitators, helping students access information, interpret, o rganize and use knowledge to solve problems. Student-centered learning includes a variety of active strategies, that involve students in doing and thinking about what they are doing. Students are given the responsibility for learning. Student-centered learning is based on the idea that learning is meaningful when topics are relevant to the students lives, needs, and interests and when the students themselves are actively engaged in constructing their own knowledge. Hence, students are given choices and are included in the classroom decision-making. Student-centered learning is where students work in both groups and individually to explore problems and take initiatives that allow them to discover their own meaningful information. Students learn how to learn through discovery, inquiry, and problem solving. Why Do It? Research suggests that student-centered learning is effective for every member of the classroom, because it takes into account their diverse learning needs and greatly increases students retention of both knowledge and skills. Student centered learning is recognition that different people learn in different ways and that learning requires active engagement by the students. It is a way of connecting class topics with students lives, offering students choices in their learning. Students are excited when they discover something for themselves. This excitement generally translates into better engagement, longer retention of knowledge and greater motivation to learn. Students gain confidence in themselves as they take on new responsibilities and become competent problem-solvers. Students have higher achievement when they have confidence in themselves and when they attribute success to their own abilities and not to luck or help. Student-centered learning enables students to develop the necessary work place skills and attributes expected of people in a knowledge society. These key elements are

Problem-solving Identifying the problem, planning, testing the options and effectiveness of the solutions. Working with others, team building, developing interpersonal skills and independence. Learning how to learn encourages students to inquire, ask questions, plan, predict, test and draw conclusions. Reflection, refining and improving their work. Recognition of interdisciplinary knowledge and generic, cross-curriculum skills, values and attributes that promote lifelong learning and allow students to adapt and transfer their learning across subject boundaries.

Research skills where students need to find relevant information, classify data and analyze relationships. Generating numerous ideas, looking for alternatives. These ideas need to be evaluated. Using Information, Communication Technology as an integral learning tools. Encourages innovation and creativity through deep learning and requires students to think about their learning, the issues and the problems. Develop tolerance, understanding and respect of others opinions. Responsibility- for ones own learning, actions, and responsibility to the group.

Intellectual Academic Approach and Eclectic Models

By Wenjie Dela Torre in IV-6 BEED (Batch 2011-2014) (Files) Edit Doc Intellectual Academic Approach

Emphasizes the importance of theories and principles in curriculum planning

It attempts to analyze and synthesize the historical development, cultural demands, and philosophical ideas which underpin the curriculum.

The curriculum boundaries expand to include not only the traditional aspects of teaching- learning, evaluation, and the structure of disciplines but also other areas such as guidance, the study of education and administrative procedures.

Eclectic Models -Eclectic Models are not mere patchwork (pagtatagpi- tagpi) but a synthesis (pagbubuo o paghahabi) where desired features from several models are selected and integrated into a new whole.

Revisions of Basic Education Curriculum

Revisions of Basic Education Curriculum Prepared by: Emmanuel L.Cuevas

By Emmanuel Leyva Cuevas in IV-6 BEED (Batch 2011-2014) (Files) Edit Doc

What is BASIC EDUCATION SYSTEM? *Composed of six years of elementary and four years of secondary education. *Complete at the age of Sixteen or Seventeen years of age *School Year- Begins on the first Monday of June and ends on the last Friday of March. *Class Sessions- Mondays until Friday. *Four Grading Periods ***Revisions of the educational curriculum is in the response to what the Philippine Constitution. (Has the task to the achievement of its national development goals educated in the country's development plan.) ARTICLE XIV EDUCATION, SCIENCE AND TECHNOLOGY, ARTS,CULTURE AND SPORTSEDUCATION Section 1. The State shall protect and promote the right of all citizens to quality education at all levels, and shall take appropriate steps to make such education accessible to all. Section 2. The State shall: (1) Establish, maintain, and support a complete, adequate, and integrated system of education relevant to the needs of the people and society; Section 3.

(2) They shall inculcate patriotism and nationalism, foster love of humanity, respect for human rights, appreciation of the role of national heroes in the historical development of the country, teach the rights and duties of citizenship, strengthen ethical and spiritual values, develop moral character and personal discipline, encourage critical and creative thinking, broaden scientific and technological knowledge, and promote vocational efficiency. 1982 Education Act: AN ACT PROVIDING FOR THE ESTABLISHMENT AND MAINTENANCE OF AN INTEGRATED SYSTEM OF EDUCATION Basic Education Curriculum (BEC) -A product of efforts to strengthen the global competitiveness REVISED SECONDARY EDUCATION PROGRAM (RSEP) -Launched in 1973 -required that areas of mathematics be taught in yearlong discipline based subjects: Arithmetic in the first year, elementary algebra in the second year, geometry in the third year, and advanced algebra in the fourth year. THE PROGRAM FOR DECENTRALIZED EDUCATIONAL DEVELOPMENT(PRODED) -DECS launched- 1983-1984 -to modify the curriculum and put emphasis on Science and Technology, Mathematics, Reading and Writing. NEW SECONDARY EDUCATION CURRICULUM (NSEC) -Launched in 1989 -Employed as a follow-up of PRODED -To replace the 1973 RSEP NEW SECONDARY EDUCATION CURRICULUM (NSEC) -A major part of the Secondary Education Curriculum (SEDP) to effect the continuity of PRODED -to improve quality of graduates and to expand acces to quality education -Brings a STUDENT- CENTERED, COMMUNITY-ORIENTED style of education where VALUES EDUCATION is incorporated into the teaching of other subject areas SECONDARY EDUCATION DEVELOPMENT PROGRAM (SEDP) MAIN OBJECTIVES: -Strengthening of the teaching of Science and Technology -Developing the quality and coverage of basic, non-formal and secondary education -Creating a market-driven Technical Education and Vocational Training Program -Fortifying the Science and Technology capacity at the tertiary level -Directing the governments poverty alleviation strategy in the education sector 2001 GOVERNANCE OF BASIC EDUCATION ACT REPUBLIC ACT NO. 9155 *renaming DECS AS Department of Education (DepEd)which came with a new curriculum THE RESTRUCTURED-BASIC EDUCATION CURRICULUM -Launched in 2002 -MILLENIUM CURRICULUM -To produce more functionally literate students by empowering them with life skills and promoting more ideal teachers that will perform collaborative teaching in a non-authoritarian way of instructing.

Educational Philosophies
Educational Philosophies Perennialism

By Kaye Lamsen Canilang in IV-6 BEED (Batch 2011-2014) (Files) Edit Doc

One should teach the things that one deems to be of everlasting importance to all people everywhere.

Ex. Religion, History, Mathematics, Reading, Writing and Literature These particular subjects could help an individual to search and understand truth.

Principles should be taught not the facts. Since details of facts change constantly, these cant be the most important. Therefore, one should teach principles not facts .

Subject Matter philosophy. Focuses first on personal development. Although perennialists understand that emotional wellness and vocational competency are necessary for people to function in society, they believe that agencies other than schools should attend to these activities. Two Kinds of Perennialism Secular perennialism Religious Perennialism Secular Perennialism

Is a relatively new philosophy dating from only mid- 19th century. Secular perennialists emphasize the importance of learning to reason. Independent reasoning is the greatest difference between developed and undeveloped mind. Thus it should be a major goal of education. They advocate teaching reasoning by means of a directed reading list of great books of Western Canon.

Advocate the use of original works, perhaps translated, rather than textbooks. Their basic argument is that the original work is the work of genius. They freely acknowledge that any selection of great books will disagree about many topics but see this as an advantage. They must think about the disagreements and reach a reasoned, defensible conclusion. They do not advocate teaching a settled scholarly interpretation of the great books, because this cheats the student an opportunity to learn rational criticism and to know his own mind.

Religious Perennialism

Developed first by Thomas Aquinas in the 13th century in his work De Magistro (Teacher). It is also focused on the personal development of the student, because Christianity is concerned with love. The teacher could guide the students to the great truths. This would save the student in much trial and error and Implications for Todays Classroom Teacher In primary grades, the perennialist teachers would emphasize learning fundamental skills, such as reading, writing and computation, which contribute to a persons literacy and readiness to begin the lifelong quest for truth. permit greater development at their young age.

Pererennialist secondary teachers would structure lessons around the enduring human concerns explored in the great works of history, literature and philosophy. Essentialism

Is an educational philosophy whose adherents believe that children should learn the traditional basic subjects and should be learned thoroughly and rigorously. The back to basics movement derives from essentialist principles. Ensures that the accumulated wisdom of our civilization as taught in the traditional academic disciplines is passed on from teacher to student. Ex. Reading, writing, literature, foreign languages, history, mathematics, science, art and music.

Teacher centered philosophy. Essentialists believe that there is a common core of knowledge that needs to be transmitted to students in a systematic, disciplined way. Ex. Study of the surrounding environment, basic natural laws, and the disciplines that promote a happier more educated living. Implications for Todays Classroom Teacher In the essentialist classroom, students devote their energy to learning academic skills and subjects rather than to currently popular fads. Reading, writing, arithmetic and a subject matter disciplines such as English, Foreign languages, Mathematics, History, Science and Geography are emphasized. Effective teachers, know their subjects well, are committed to teaching them as academic disciplines and succeed in having students do well on measures of academic achievement.

Progressivism

It was established in America from the mid- 1920s and the mid 1950s. Progressivists believe that education should focus on the whole child, rather than the content or the teacher. This educational philosophy stresses that students should test ideas by active experimentation. It is active learning.

They generally condemned traditional school practices. Ex. Authoritarian teachers, book based instruction, passive memorization of factual information, isolation of schools from society and using physical and psychological coercion to manage classrooms.

Curriculum content is derived from the interests and questions of the students. Progressivist teachers try making school interesting and useful by planning lessons that provoke curiosity.

Books are tools rather than authority.

Implications for Todays Classroom Teacher

A junior high or middle school studies program might examine the Spanish colonization effect to our lives. Students might be organized in research teams, with each team focusing on particular problems and contributing collaboratively to the total project. The team activities might include the following: Group A would trace the start of Spanish colonization here in the Philippines. Such an investigation would involve research and reading in geography, economics, anthropology and history. Each student in a group would investigate a particular phase of the problem, and the results would then be integrated into the whole project. Group B might identify the leading Spaniards who brought too much slavery and misery in the Filipinos lives. The group could also arrange an exhibit including photographs and evidence of the victory of the Philippines against Spanish colonization.

Social Reconstructionism

Theodore Brameld is the founder of Social Reconstructionism. He had observed that in an age of weaponry, ecological deterioration and pandemic disease, reconstructionists see education as a means of preventing global catastrophe. They see an urgent need for society to reconstruct itself before selfdestructs.

Social Reconstructionism is a philosophy that emphasizes the addressing of social questions and a quest to create a better society and worldwide democracy.

Reconstructionist educators should focus on a curriculum that highlights social reform as the aim of education.

Implications for Todays Classroom Teacher Reconstructionist teachers encourage students to diagnose the major problems, confronting human beings on planet earth. Ex. Pollution of the environment, warfare, famine, terrorism, violence and spread of epidemic diseases such as AIDS. Rather than to be neutral observers of world problems, reconstructionists want to be committed to solving these problems for human betterment.